Math TEKS Refinement TOT

1
Math TEKS Refinement TOT

• Project Director Pam Littleton
• Tarleton State University

2
3-5 Writing Team

• Ann May
• Beth Riggs
• Susan Russell
• Chris Salter
• Freddie Vasquez
• Kay Teague, Editor
• Paula Moeller

3
Content of TOT module

• Morning of Day 1
• Understanding refinements made to grades K-5
  mathematics TEKS
• Afternoon of Day 1
• Assessment of the new TEKS through diagnostic,
  formative, and summative means
• Proposed time line for incorporation of TEKS
  revisions into TAKS and SDAA II

4
Content of TOT module

• Morning of Day 2 - Measurement Content
• Afternoon of Day 2 - Numerical Fluency Content

5
Other Support

• Appendix
• Lessons at each grade level in each strand to
  support the revisions to the TEKS
• CD
• All materials will be available on CD
• Web informational site
• www.MathTEKS2006.net

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What are all the Changes About?

• An opportunity to really study the refinements to
  the Texas Essential Knowledge and Skills

7
What to Look For!

• Limitations on Existing TEKS and Student
  Expectations
• New Information Added to Existing TEKS and
  Student Expectations
• New TEKS and Student Expectations
• Rewording of Existing TEKS and Student
  Expectations

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Limitations on Existing TEKS and Student
Expectations

• (3.2) Number, operation, and quantitative
  reasoning. The student uses fraction names and
  symbols (with denominators of 12 or less) to
  describe fractional parts of whole objects or
  sets of objects.
• The restriction on denominators now applies to
  all student expectations (A - D) for this
  Knowledge and Skills statement.

9
New Information Added to Existing TEKS and
Student Expectations

• (5.3) Number, operation, and quantitative
  reasoning. The student adds, subtracts,
  multiplies, and divides to solve meaningful
  problems. The student is expected to
• (C) use division to solve problems involving
  whole numbers (no more than two-digit divisors
  and three-digit dividends without technology) ,
  including interpreting the remainder within a
  given context

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New TEKS and Student Expectations

• (4.11) Measurement. The student applies
  measurement concepts. The student is expected to
  estimate and measure to solve problems involving
  length (including perimeter) and area. The
  student uses measurement tools to measure
  capacity/volume and weight/mass. The student is
  expected to
• (B) perform simple conversions between different
  units of length, between different units of
  capacity, and between different units of weight
  within the customary measurement system.

11
Rewording of Existing TEKS and Student
Expectations

• (4.2) Number, operation, and quantitative
  reasoning. The student describes and compares
  fractional parts of whole objects or sets of
  objects. The student is expected to
• (A) use concrete objects and pictorial models to
  generate equivalent fractions using concrete and
  pictorial models.

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Math TEKS Refinements and TAKS for 3-5

• TEA developed and administered a statewide survey
  of proposed new information to be assessed on
  TAKS.
• For the new information determined to be eligible
  to assess on TAKS, new items will be developed in
  2007, field tested in 2008, and live in 2009.